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jbdrury

Paul B. Weinstein | Movies as the Gateway to History: The History and Film Project | Th... - 5 views

www.historycooperative.org/...weinstein.html

film social studies history teaching film in the classroom movies and history movies film and social studies movies and social studies film and history how to use film how to use movies

shared by jbdrury on 09 Oct 09 - Cached
  • Finally, students gain an increased appreciation of the power of mass media to shape perception and to affect interpretation of the past. This heightened awareness should enable them to be more discriminating in processing the images and information bombarding them daily.
  • Finally, students gain an increased appreciation of the power of mass media to shape perception and to affect interpretation of the past. This heightened awareness should enable them to be more discriminating in processing the images and information bombarding them daily.
  • Finally, students gain an increased appreciation of the power of mass media to shape perception and to affect interpretation of the past. This heightened awareness should enable them to be more discriminating in processing the images and information bombarding them daily.
    • Adrea Lawrence
      Adrea Lawrence on 11 Oct 09
       
      It looks like the same highlight is repeated...repeatedly.
  • ...47 more annotations...
  •  Finally, students gain an increased appreciation of the power of mass media to shape perception and to affect interpretation of the past. This heightened awareness should enable them to be more discriminating in processing the images and information bombarding them daily.
  •  Finally, students gain an increased appreciation of the power of mass media to shape perception and to affect interpretation of the past. This heightened awareness should enable them to be more discriminating in processing the images and information bombarding them daily.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • , a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • , a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
    • jbdrury
      jbdrury on 09 Oct 09
       
      I am adding this sticky note at the top to make certain anyone looking at this post checks out "Appendix B" at the bottom of the page.
    • jbdrury
      jbdrury on 09 Oct 09
       
      The main idea is to join primary sources to the film.
  • These shortcomings, however, can actually be turned to advantages when students and instructors utilize film as a gateway to history.
    • jbdrury
      jbdrury on 09 Oct 09
       
      This is a rundown of the technique Weinstein uses for his undergrad students. It involves a wide variety of film choices, which may be unrealistic for a social studies class. However, the principle remains the same even if it were for just one film.
    • jbdrury
      jbdrury on 09 Oct 09
       
      This pamphlet, found at the bottom of the page in Appendix B, could be very useful.
  • Every student receives a pamphlet I have developed, "History Written With Lightning," outlining the rationale for using commercial film as a historical tool and describing specific elements to be examined for accuracy, such as costumes, sets, chronology, and behaviors (see Appendix B).
    • jbdrury
      jbdrury on 09 Oct 09
       
      This is a common argument made by those advocating the use of film or TV in the classroom; however I feel it is an extremely valid point. I hope I don't offend anyone here, but FOX news is a great example of why students should be provided with critical thinking skills that are applicable to moving images.
    • jbdrury
      jbdrury on 09 Oct 09
       
      I must admit my jaw dropped at this comment. For those unfamiliar with Griffith or his "The Birth of a Nation", wikipedia him/it. We should all be comforted that his statement did not come true.
  • This assignment I have outlined can be adapted to suit the specific goals of any instructor at college or secondary level. For example, students could be required to consult one or more primary sources as part of their research, or the instructor could assign one or more specific readings to be studied in conjunction with a film. At one time, I matched films with chapters in the course's anthology reader as the starting point for research.
    • jbdrury
      jbdrury on 09 Oct 09
       
      Weinstein provides a list of potential films and matches them to specific time periods, which is useful, but in my opinion a bit dated. This list could definitely be expanded upon by some more recent films.
  • HISTORY WRITTEN WITH LIGHTNING
    • jbdrury
      jbdrury on 09 Oct 09
       
      This is the handout that he provides to his students at the beginning of the semester - I think sharing this with the social studies classroom before using films would set students up for the rest of the year to critically analyze films.
  • Because we are so accustomed to the moving image, we sometimes become indifferent to the hidden messages, social content, and meaning of what we watch. In other words, we do not view from a critical perspective.
  • filmmaking pioneer D. W. Griffith
  • One wide-eyed reviewer consequently greeted Griffith's Civil War epic, The Birth of a Nation (1915)
  • Facts can be twisted, timelines conflated, endings revised for perceived audience satisfaction.
  • Griffith confidently predicted that "in less than ten years...the children in the public schools will be taught practically everything by moving pictures. Certainly they will never be obliged to read history again."
    • jbdrury
      jbdrury on 09 Oct 09
       
      These "what to look for" subheadings could form the basis of any number of in-class and out-of-class activities for students to engage with the film.
  • What to Look for in Historical Films
  • 1. The History
  • 2. Setting, Details, and Design
  • 3. Behavior
    • jbdrury
      jbdrury on 09 Oct 09
       
      Important point on the dangers of presentism in a historical film.
  •  Beware of one of film's greatest—at least to the historian—sins: presentism.
  • Presentism is a serious flaw in any film that seriously aspires to present a believable picture of the past.
  • 4. Agenda, Values, Effects
  • jbdrury on 09 Oct 09
     
    Paul Weinstein wrote this article primarily geared towards undergraduate history professors, and how they might use film in their classroom. However, much of this is still applicable for us as secondary social studies teachers. In particular, his Appendix B has a sort of study guide he provides for each of his students at the beginning of the semester to get them thinking about how to analyze film for its historical perspective.
Julie Shy

Article #28, Fair and Free World, Social & International Order : Youth For Human Rights... - 0 views

www.youthforhumanrights.org/...fair-and-free-world.html

digital_storytelling_examples social_studies_elementary social_studies_high_school social_studies_middle_school human_rights

shared by Julie Shy on 08 Jan 13 - No Cached
  • Julie Shy on 08 Jan 13
     
    Youth for Human Rights International (YHRI) is a nonprofit organization founded in 2001 by Dr. Mary Shuttleworth, an educator born and raised in apartheid South Africa, where she witnessed firsthand the devastating effects of discrimination and the lack of basic human rights. The purpose of YHRI is to teach youth about human rights, specifically the United Nations Universal Declaration of Human Rights, and inspire them to become advocates for tolerance and peace. YHRI has now grown into a global movement, including hundreds of groups, clubs and chapters around the world. Youth for Human Rights International teaches human rights education both in the classroom and in nontraditional educational settings. We aim to reach people from diverse backgrounds, with materials which often appeal across generations. By teaching human rights through all means-from conferences and workshops to hip-hop and dancing-this message has spread around the world.
David Loudon

UnderstandingPrejudice.org - 1 views

www.understandingprejudice.org

prejudice racism sexism diversity psychology teaching

shared by David Loudon on 04 Oct 10 - Cached
    • David Loudon
      David Loudon on 04 Oct 10
       
      The major source of this site is the "Social Psychology Network," which sponsors the website. However, the site also has many links to other academic sources from universities and colleges.
    • David Loudon
      David Loudon on 04 Oct 10
       
      This site could be used by teachers as a baseline, to discover their own prejudices and learn hwo to avoid them BEFORE teaching their class. There are many different "quizzes" on the site which claim to measure your level of prejudice/knowledge of it. Then they offer links about how to deal with these issues in the classroom. This site is a good way for teachers to start thinking about these issues, and is a good resource of some of these issues come up in a classroom and he or she does not know how to deal with it.
    • David Loudon
      David Loudon on 04 Oct 10
       
      This site is valuable because it gets teachers to consider the issue of pejudice in the classroom and offers them resources on dealing with this tricky issue. Because the site does not have lesson plans, per se, it could not be used for daily lessons in the class. However, the teacher could have the students look through the website and take some of the quizzes, and use this as a launching point for a discussion of these issues in his or her class. Therefore, this site could be an incredible valuable tool to teachers as a resource and as jumping-off point for a discussion on prejudice and other related issues.
  • ...1 more annotation...
    • David Loudon
      David Loudon on 04 Oct 10
       
      I found this information about Thomas Schelling's research to be very fascinating, I had never heard of it before. I would like to explore this idea more, that small incentives can lead to massive segregation.
  • David Loudon on 04 Oct 10
     
    This site educates teachers in issues surrounding discrimination and prejudice, gives them tips to avoid prejudicial behavior in the classroom. and offers resources surrounding these issues.
Laura Wood

Even Babies Discriminate: A NurtureShock Excerpt. | Newsweek Life | Newsweek.com - 1 views

www.newsweek.com/1

UT Austin racism education children discrimination proactive color-blind experiments research Vittrup White Black

shared by Laura Wood on 24 Sep 09 - Cached
  • Kids as young as 6 months judge others based on skin color. What's a parent to do?
    • Laura Wood
      Laura Wood on 24 Sep 09
       
      I find this particularly important after seeing how some race dynamics play out in my practicum. Specifically I find myself asking "Why are all the White kids sitting together in the classroom?" This article might give one reason.
  • Prior research had shown that multicultural curricula in schools have far less impact than we intend them to—largely because the implicit message "We're all friends" is too vague for young children to understand that it refers to skin color.
    • Laura Wood
      Laura Wood on 24 Sep 09
       
      Highlights the importance of being specific with kids. I'm not sure why our modesty makes us, as teachers, code and shy away from just being real with our students. One of the goals that I have set for myself this semester is to get real with students, just tell them the truth (for example saying, "That's disrespectful. Stop.") instead of playing games (for example feeling flustered and walking away or saying something vague like, "behave").
  • They wanted their children to grow up colorblind. But Vittrup's first test of the kids revealed they weren't colorblind at all. Asked how many white people are mean, these children commonly answered, "Almost none." Asked how many blacks are mean, many answered, "Some," or "A lot." Even kids who attended diverse schools answered the questions this way.
    • Laura Wood
      Laura Wood on 24 Sep 09
       
      And here's the gold. Kids are not color blind. Adult embarrassment to speak about race does not mean we're not communicating messages to our children about race and prejudice, it just means that we're also communicating that it's something to be embarrassed about and/or hush up. I really recommend reading this article in full. It's fantastic.
  • ...2 more annotations...
  • Vittrup was taken aback—these families volunteered knowing full well it was a study of children's racial attitudes. Yet once they were aware that the study required talking openly about race, they started dropping out.
    • Laura Wood
      Laura Wood on 24 Sep 09
       
      Parents are so uncomfortable talking about race with their children, they drop out of the study. Why is this conversation So hard to have???
  • hardly any of these white parents had ever talked to their children directly about race.
    • Laura Wood
      Laura Wood on 24 Sep 09
       
      To quote Zinn "you can't be neutral on a moving train" (i.e. you can't fail to proactively oppose a racist infrastructure/social order without perpetuating that racist infrastructure/social order. i.e. If you don't teach your kids explicitly anti-racist behavior, language and attitudes, you tacitly support and perpetuate a racist system - whether you are racist or not)
  • Laura Wood on 24 Sep 09
     
    An article that summarizes some incredibly important findings on race and racism. Specifically, if you don't talk about racism with kids, you support the status quo. Even very young kids.
Lindsay Andreas

BBC NEWS | Africa | Trail-blazing for Morocco's Berber speakers - 1 views

news.bbc.co.uk/...8233812.stm

language instruction Morocco Berbers comparative education

shared by Lindsay Andreas on 07 Sep 09 - Cached
  • We studied the older texts that were passed down orally, but we are also writing new literature to reflect the current situation for Berbers in Morocco. It's really ground-breaking."
  • Although Berbers were Morocco's first inhabitants and account for some 60% of Morocco's population, they faced widespread discrimination and it is only now that the language is required to be taught in public school.
  • Their academic qualifications may not help them much on the jobs market, but the availability of a further degree in a subject that was once virtually outlawed in their North African country underscores Berber success in gaining official acceptance of the language.
  • ...4 more annotations...
  • Although many Amazigh are illiterate, the government has put in place measures to assist schools to teach the written form of the language.
  • This written form is expected to have a unifying effect.
  • "My parents couldn't read a newspaper or understand the television because they were in Arabic," he says. "Now we have our own television channel and magazines in Berber. We feel much closer now to people in the Rif and Atlas Mountains."
  • "Most Moroccans grow up speaking Berber - why should they be at a disadvantage in having to use classical Arabic which is a foreign language whenever they brush up against bureaucracy?"
  • Lindsay Andreas on 07 Sep 09
     
    First, I love the Berbers. Second, this article serves as a great example of the issues that arise with language instruction. I think it is important to study comparative education, in order to help us see our own education system more clearly.
Alan Edwards

"The Public Be Damned" A Thematic and Multiple Intelligences Approach to Teaching the G... - 3 views

www.oah.org/...cantuarticle.htm

lesson plan American history 19th century multiple intelligence

shared by Alan Edwards on 11 Oct 09 - Cached
    • Alan Edwards
      Alan Edwards on 11 Oct 09
       
      This article and lesson plan was created by two professors (a secondary social studies prof and a history prof) at Ball State University. It was published in The Magazine of History, a publication of the Organization of American Historians. Each edition of the magazine includes a section on educational materials. Often they include websites that are helpful for teachers and students.
    • Alan Edwards
      Alan Edwards on 11 Oct 09
       
      The first part of this website is a brief summary of important themes of American history between the end of the Civil War and the beginning of the 20th century. The second half of the page is a 5 lesson plans on the time period. Each of the lesson plans is designed for a different multiple intelligence.
    • Alan Edwards
      Alan Edwards on 11 Oct 09
       
      The mathematical intelligence lesson asks students to compare rents charged to white and black tenants in the late 20th century. This reflects the move to the cities as well as racial discrimination. The information on rents comes from Jacob Riis' How the Other Half Live. Like all the other lesson plans offered, they include procedures, handouts, and possible assessment questions. This is a great resource for teachers who are looking for fresh ideas and methods of incorporating MI into their classrooms.
  • ...8 more annotations...
  • Urbanization--Logical/Mathematical Intelligence. The first activity allows students to compare the rents charged to white and black tenants during the Gilded Age.
  • Rise of Jim Crow--Verbal/Linguistic Intelligence. Paul Laurence Dunbar's poetry provides an ideal vehicle for students to analyze the various perspectives taken by African Americans toward Jim Crow laws and civil rights. Lyrics of Lowly Life (1895) illustrates one perspective, the accomodationist paradigm adopted by Dunbar and others during this period.
  • V. Immigration--Body/Kinesthetic Intelligence. In his 1890 landmark book, How the Other Half Lives, Jacob Riis discussed the dismal conditions in which thousands of New York immigrants lived. Most of the residential tenements were "unventilated, fever-breeding structures" that housed multiple families. Riis's floor plan of a twelve-family tenement provides an ideal prompt for an activity that illustrates the dark, cramped living quarters germane to these Gilded-Age dwellings.
  • VI. Westward Expansion--Naturalist. Like many Americans during this period, John Wesley Powell was lured by the majestic beauty of the West. Following his service as a Union army soldier (in which he lost his arm at the Battle of Shiloh), Powell ventured westward. In 1869, he initiated the Powell Geographic Expedition, sponsored by the Smithsonian Institution. Powell recorded his experiences in a diary, which today serves as an outstanding resource for students to better understand the transformation the West went through during the Gilded Age.
  • VII. Industrialization--Interpersonal. During the Gilded Age, technological innovations provided an impetus for unprecedented industrial growth and urbanization. While laborers fueled this growth, they certainly did not reap the rewards. Instead, they found themselves economic victims of industrialization and urbanization. In an 1884 study, the Illinois Bureau of Labor Statistics detailed the economic status and living environment of numerous laborers in Chicago, Illinois.
  • VIII. Imperialism--Intrapersonal. Numerous Americans witnessed firsthand the impact of imperialism on indigenous people, through their military service during the Spanish-American War. One particular American soldier, James Miller, discussed what he witnessed during his exposure to the war in Puerto Rico.
  • IV. Politics--Musical/Rhythmic Intelligence. One of the most effective instruments at the disposal of politicians has always been the campaign song. The Populists, perhaps more than any other political party or movement in the late nineteenth century, were prolific songwriters. The Populists were often quite critical of monopolies, railroads, and old party bosses in their songs. The 1890s campaign song My Party Led Me, by S. T. Johnson, provided voters with a rationale for leaving their old political party and joining the Populist cause.
  • III. Populism--Visual/Spatial Intelligence. Political cartoons have always been a popular and powerful means for critiquing society's ills.
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